Unit 4: LEARNER-CENTERED LESSON PLAN

Intended Learning Outcome:

• Identify the different parts, functions and characteristics of a learner-centered lesson plan (CO1).

Time element: 3 hours

Lesson 1: The Learner-Centered Lesson Plan

Name: ___________________________________ Course & Yr.: _______________ Section: _____

LESSON PREPARATION/ REVIEW/PREVIEW

To be an effective teacher, one needs to plan and execute his plan well. The study conducted by Misulis (1997) and
Stronge (2007) showed that effective teachers organize and plan their instruction. Lesson planning is a way of visualizing a
lesson before it is taught. According to Scrivener (2005), planning a lesson entails “prediction, anticipation, sequencing, and
simplifying.”

The objective of lesson planning is learning. Lesson planning helps teachers set learning targets for learners. It also
helps teachers guarantee that learners reach those targets. By planning lessons, teachers are able to see to it that daily
activities inside the classroom lead to learner progress and achievement or the attainment of learning outcomes.

Lesson planning inculcates reflective practice as it allows teachers to think about their teaching. By planning lessons
daily, teachers are able to think about and reflect on different strategies that work inside the classroom including research-
based strategies. Making a habit of lesson planning ensures that teachers truly facilitate learning and respond to learners’
needs inside the classroom.

In order to uphold the highest standards of quality education, the Department of Education issued DepEd Order no.
42 s. 2016 aiming to assist teachers in not only effectively managing instruction but also managing the performance of one
of their core functions, which is to facilitate learning inside their classrooms. It also provides the guidelines in the preparation
of daily lessons through the DLP (Detailed Lesson Plan) and DLL (Daily Lesson Log) by teachers from K to 12.

This lesson will present the different parts including the functions and characteristics of a learner-centered lesson
plan. In addition, it will also show a comparison between a detailed lesson plan and a daily lesson log.

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 TASK NO.1
BLA Learning Scenarios

Instructions: The basic parts of a lesson plan include a beginning, middle, and end. Read each statement carefully and
identify if the statement characterize the beginning, middle or end of a lesson. In answering, use the following legend:

B – Before a Lesson L – Lesson Proper A – After a Lesson

_____ 1. It serves as opening of lesson implementation.

_____ 2. Teachers provide a summary of the lesson or may ask students to summarize what they have learned.
_____ 3. This is the time when a teacher presents a new material in class.
_____ 4. Teachers ask learners to recall the lesson’s key activities and concepts.
_____ 5. The teacher introduce the new lesson.
_____ 6. This is the part of the lesson where teachers convey new information to the learners and help them understand.
_____ 7. It is the time to check learners’ background knowledge on the new lesson.
_____ 8. This part is meant to reinforce what the teacher has taught and assess whether or not the students mastered the
day’s lesson.
_____ 9. The teacher explains, models, demonstrates, and illustrates the concepts, ideas, skills or processes that students
will eventually internalize.
_____ 10. Teachers clarify concepts from previous lesson that learners had difficulty understanding.

Let’s find out your score and how much you know about lesson planning after reading the notes presented below.

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CONCEPT NOTES PRESENTATION
A lesson plan serves as a teacher’s “road map” for a particular lesson. It is a guide for instruction and contains details
of what a teacher and learners will do in order to tackle a particular topic. Experts agree that a lesson plan should aim to
answer the following questions (Virginia Department Education):
a) What should be taught?
b) How should it be taught?
c) How should learning be assessed?

ELEMENTS OF A LESSON PLAN

What should be taught? Teachers must have a deep understanding of the curriculum and strive to teach its content.
In planning daily lessons, teachers need to follow the Curriculum Guide (CG) of the learning
area being taught. Using the CG, teachers can plan the many ways to teach what it contains
including the content standards or the essential knowledge that students need to learn,
performance standards or the abilities and skills learners need to demonstrate in relation to
the knowledge they have learned, and learning competencies or the knowledge, skills, and
attitudes learners need to demonstrate in every lesson.
How should it be taught? With a lesson plan, teachers can predict which parts of the lesson learners will have difficulty
understanding. Teachers can then prepare strategies that help learners learn, build
learners’ understanding and respond to learners’ needs. Teachers can explore utilizing
different instructional strategies that consider learners’ varying characteristics including
cognitive ability, learning style, readiness level, multiple intelligences, gender,
socioeconomic background, ethnicity, culture, physical ability, personality, special needs,
and the different ways learners master the content of a particular learning area. This
presupposes flexibility in the way a teacher plans lessons. This means that a teacher can
prepare a lesson plan but must remain open to the possibility of adjusting instruction to
respond to the needs of learners.

Furthermore, this requires teachers to treat learners not as passive recipients of knowledge
but as active agents in their own learning. A lesson plan therefore should show what the
teacher and learners will do in the classroom to build understanding of the lesson together.
Beyond demonstrating what a teacher needs to do inside the classroom, a lesson plan
should describe what learners need to do as co-constructors of knowledge inside the
classroom.
How should learning be Effective teachers do not only prepare lesson plans, they also prepare an assessment plan
assessed? or specifically a formative assessment plan. As defined in DepEd Order No. 8, s. 2015
entitled Policy Guidelines on Classroom Assessment for the K to 12 Basic Education
Program, formative assessment “refers to the ongoing forms of assessment that are closely
linked to the learning process. It is characteristically informal and is intended to help
students identify strengths and weaknesses in order to learn from the assessment
experience.” Once the objectives of the lesson have been identified, teachers need to
prepare a formative assessment plan integrated into the lesson and aligned with the lesson
objectives. This means that a teacher needs to rely on multiple ways of assessing learning

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 inside the classroom. DepEd Order No. 8, s. 2015 presents a list of formative assessment
methods that teachers can use during different parts of a lesson.

This also means that a lesson plan should embody the unity of instruction and assessment.
While planning lessons, teachers need to be able to identify reliable ways
to measure learners’ understanding. This means that teachers need to communicate to
learners what they are expected to learn, involve them in assessing their own learning at
the beginning, during, and end of every lesson, and use data from the assessment to
continually adjust instruction to ensure attainment of learning outcomes.

BASIC PARTS OF A LESSON PLAN

Before the lesson § Is the lesson opening or the “beginning” of lesson implementation.
§ Before actual lesson starts, teacher may:
a. review the previous lesson/s;
b. clarify concepts from the previous lesson that learners had difficulty
understanding;
c. introduce the new lesson;
d. inform the class of the connection between the old and new lesson and
establish a purpose for the new lesson; and
e. state the new lesson’s objectives as guide for the learners.
§ Check learners’ background knowledge on the new lesson, connect new lesson to
what learners already know.
§ Teachers are encouraged to get learners interested in the new lesson through the
use of “start-up” or “warm-up” activities.
§ Teachers also allow learners to ask questions about the new lesson at this time to
assess if learners understand the purpose of learning the new lesson.
Lesson Proper § The “middle” or main part of the lesson. During this time, the teacher presents the
new material to the class.
§ The time when a teacher “explains, models, demonstrates, and illustrates the
concepts, ideas, skills, or processes that students will eventually internalize” (Teach
for America, 2011).
§ Teachers convey new information to the learners, help them understand and master
that information, provide learners with feedback, and regularly check for learners’
understanding.
§ If teacher requires more time to a certain topic, then this part of the lesson can also
be a continuation of a previously introduced topic.
After the Lesson § This is the lesson closing or the “end” of the lesson. This can be done through
different “wrap-up” activities.
§ Teachers can provide a summary of the lesson or ask students to summarize what
they have learned. Teachers can also ask learners to recall the lesson’s key
activities and concepts.
§ This part is meant to reinforce what the teacher has taught and assess whether or
not learners have mastered the day’s lesson.
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 Detailed Lesson Plan vs. Daily Lesson Log

a) Teacher’s “roadmap” for a lesson. PARTS:

b) Contains a detailed description of I. Objectives
Detailed Lesson Plan (DLP)
the steps a teacher will take to teach a) Content Standards
a particular topic/ lesson. b) Performance Standards
a) A template teachers use to log parts c) Learning Competencies
of their daily lesson. II. Content
b) Covers a daily/ week’s worth of III. Learning Resources
lessons IV. Procedures
a) Before the lesson
(Introductory activity)
b) The Lesson Proper
Daily Lesson Log (DLL)
(Activity, Analysis, Abstraction,
Application)
c) After the Lesson
(Assessment)
V. Assignment
VI. Remarks
VII. Reflection

Click the link below for a template of the DLP:

https://drive.google.com/file/d/1xN4a8PQab012cGl7JGrPDeDp7lRvb-F-/view?usp=sharing

Click the link below and refer to page 10 of DepEd Order no. 42, s. 2016 for a list of DLL templates and samples:
https://www.academia.edu/37737186/DAILY_LESSON_PLAN_GUIDELINES

CHARACTERISTICS OF A GOOD LESSON PLAN

Generally speaking the following are the characteristics of a good lesson plan:
1) It should be written: A lesson plan preferable be written and should not remain at the oral or mental stage. The
teacher is strongly advises, at least in the early stages, to make a written note of his preparation. Writing helps in
clarifying thoughts and concentration.
2) It should have clear aims: The lesson plan should clearly state the objectives, general and specific to be achieved.
3) It should be linked with the previous knowledge: The plan should not let the lesson remain an isolated one. It
should have its basis on the background of the class. It should grow out of what the pupils have already learnt.
4) It should show techniques of teaching: It should state clearly the various steps that the teacher is going to take, and
also various questions that he will ask.
5) It should show the illustrative aids: The illustrative aids to be used should be shown in the lesson plan
6) It should contain suitable subject matter: The materials of instruction or subject matter should be carefully selected
or organized

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7) It should divided into units: The plan should be divided into units, but care should be taken to see that the lesson
remains an integrated whole and every unit develops from the previous and submerges into the next one.
8) It should provide for activity: The children must be given enough scope to be active. It should not make them mere
passive listeners.
9) It should provide for individual differences: The plan should be prepared in such a way as it does full justice to all
the students of varied abilities
10) It should show certain routine things: The plan should indicate the duration of the period, the period itself, and
average age of the students, subject and the class.
11) It should be flexible: The plan is a means and not an end. It is wrong to follow it slavishly. It is an instrument and
should be used as such. The teacher should be prepared to change his teaching methods from those as referred to in
the plan, if need be.
12) It should include the summary: The lesson plan should include the summary of the whole lesson which is to be
developed on the blackboard with the help of students.
13) It should refer to reference material: The plan becomes more useful if it refers to other reading material. This will
motivate the bright students to do extra reading. Care should be taken to suggest only that material which is available
in the school library.
14) It should include assignments for students: A good lesson plan cannot be thought of without appropriate
assignments for the students. Assignments can take different forms.
15) It should provide for self-evaluation: A good lesson plan must have a suitable plan for self-criticism. The teacher
should put some questions to himself and find out the answer and thereby judge the effectiveness of the lesson or
otherwise.

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GUIDED PRACTICE
TASK NO.2
Think, Pair, Share

Instructions: Fill in with the appropriate key concepts to complete the graphic organizer. With your partner, show your
understanding of the graphic organizer by discussing it through a video with a length of 3-5 minutes. You may use the
questions below as your guide. A link will be provided by your teacher for submission of your video.

Functions of a Lesson Plan Characteristics of a Lesson Plan

1) serves as a teacher’s “roadmap” for Should be:
a particular lesson; 1) written 9) provide for individual difference
2) 10)
2) ensures that… 3) linked with previous knowledge 11)
4) 12)
5) 13) refer to reference material
3) inculcates… 6) 14)
7) 15)provide for self-evaluation
8) provide for activity

LESSON PLAN

ELEMENTS OF A LESSON PLAN PARTS OF A DLP BASIC PARTS OF A LESSON PLAN

Introductory Activity

How should learning be Lesson Proper

assessed?
Procedures

Assessment

Reflection

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Guide Questions:
1. What are the functions and characteristics of a lesson plan?
2. What are the elements of a lesson plan? Explain each.
3. What are the parts of a detailed lesson plan? Explain each.
4. What are the basic parts of a lesson plan? Explain each.
5. Are the elements of a lesson plan reflected in both the parts of a detailed lesson plan and basic parts of a lesson plan?
Explain your answer.

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PERFORMANCE

TASK NO.3
Comprehension Check

A. Instructions: The basic parts of a lesson plan include a beginning, middle, and end. Read each statement carefully
and identify if the statement characterize the beginning, middle or end of a lesson. In answering, use the following
legend:

B – Before a Lesson L – Lesson Proper A – After a Lesson

_____ 1. The teacher explains, models, demonstrates, and illustrates the concepts, ideas, skills or processes that students
will eventually internalize.
_____ 2. This is the part of the lesson where teachers convey new information to the learners and help them understand.
_____ 3. This is the time when a teacher presents a new material in class.
_____ 4. This part is meant to reinforce what the teacher has taught and assess whether or not the students mastered the
day’s lesson.
_____ 5. Teachers clarify concepts from previous lesson that learners had difficulty understanding.
_____ 6. Teachers provide a summary of the lesson or may ask students to summarize what they have learned.
_____ 7. It is the time to check learners’ background knowledge on the new lesson.
_____ 8. Teachers ask learners to recall the lesson’s key activities and concepts.
_____ 9. It serves as opening of lesson implementation.
_____ 10. The teacher introduce the new lesson.

B. Instructions: Identify the characteristic of a lesson plan that is illustrated in each scenario. Write your answers in the space
provided.

________________________________ 1. As an introduction of a new lesson, Teacher A reviews students’ previous

knowledge and connect it with the new.
________________________________ 2. In the application of learning, Teacher Z give students options to choose from
such as poster-making, slogan-writing, essay writing, and jingle.
________________________________ 3. At the end of the lesson, Teacher X wrap-up the key concepts and activities.
________________________________ 4. During discussion of lesson, Teacher N found out that her students still has
difficulty in grasping the lesson despite being provided with examples. With this,
she gave another example other than those reflected in her lesson plan.
________________________________ 5. Teacher B provided activities that will enriched their knowledge and skills.

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C. Instructions: Read each statement carefully and identify the parts of the lesson plan. Write your answers in the space
provided.

_________________ 1. It contains the essential knowledge that students need to learn, performance standards or the abilities
and skills learners need to demonstrate in relation to the knowledge they have learned, and learning
competencies or the knowledge, skills, and attitudes learners need to demonstrate in every lesson.
_________________ 2. It reflects what and how much students have learned.
_________________ 3. It is an outline of the key concepts, important skills that should be enhanced and the proper attitude
that should be emphasized.
_________________ 4. This part is structured to ensure the commitment of the learners to do something to apply their new
learning in their own environment.
_________________ 5. It allows teachers to think about their teaching such as what worked and what did not.

D. Instructions: In your own words and in not more than 10 sentences, answer the following:

1) Why is the lesson plan considered as the teacher’s “roadmap”?

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

References:

DepEd Order No. 42 s. 2016 Policy Guidelines on the Daily Lesson Preparation for the K to 12 Basic Education Program
Available: https://www.academia.edu/37737186/DAILY_LESSON_PLAN_GUIDELINES

Characteristics of a good lesson plan

Available: http://ecoursesonline.iasri.res.in/mod/page/view.php?id=80751

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